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Inspire Multiple Strategies Impel Niagara Catholic Board's SuccessLiteracy coaches, demonstration classrooms provide key opportunities"We will not limit ourselves to 75 per cent" By Roderick Benns Frank Iannantuono, Superintendent of Education, responsible for Assessment and Research, says the board has consistently achieved above the provincial average in Grade 3 and 6 writing, reading and math, with an average five per cent increase. Last year, the targets that were set in Grades 3 and 6 were all met or surpassed. "The process we used was very deliberate and included all personnel from teachers to principals and board officials," says Iannantuono, and includes information sharing between elementary and secondary schools. "Our targets were based on past achievement and past trends. We have looked at how we compared with ourselves over the past few years, as well as how we compare provincially. As a senior staff we have made it our mandate that we will not limit our selves to 75 per cent as our benchmark. We may even surpass that" says Iannantuono. The buoyancy expressed by the board's supervisory officers is anchored on multifaceted strategies that have given teachers more confidence and made Niagara Catholic District School Board a board to watch. The combination of strategies that are propelling these accomplishments has much to do with the coordinated approach that has been embraced. This has allowed the organization to continue to provide new avenues for the continuous improvement in student achievement and building deeper teacher capacity, according to John Crocco, Superintendant of Education for Program - Early Years to Graduation. "We continue to probe and research. The (Literacy and Numeracy) Secretariat's support has been very important for us. We know our results are not random acts," says Crocco. Crocco says one of the things consistently underlined by the board is that student achievement is always the backdrop, no matter what is specifically being discussed. It could be human resources, staff development, assessment, student support services or programs. Iannantuono says the board's improvement plan has been developed to move the board into the 2007-08 school year. Revised yearly, the three year planning will have, as its basis, a strong literacy and numeracy foundation, from Junior Kindergarten to Grade 12. Throughout all of this planning, the board has implemented its Professional Catholic Learning Communities (PCLCs), which involve Catholic leaders, senior staff, principals and key teachers across the district. "Our PCLC is our vehicle for discussing student achievement," says Iannantuono. "We meet monthly with our family of schools and... we all have a hands-on approach to student achievement. Director of Education Angelo Di Ianni couldn't agree more. Not only the PCLCs are helping to drive success, but focusing on continuous improvement is also helping to set a sustainable tone. "Once again Niagara Catholic surpassed provincial assessment expectations as we continue to focus all of our efforts and resources on the continuous improvement of student achievement for all students. The success of our programs and services in meeting the needs of our students reflect vibrant PCLCs throughout all of our schools, and the Catholic Education Centre. The strong partnerships… provide a very powerful support system for our students," he says. In the Niagara Catholic Board, a principal's school improvement plan is strategically tied to the board's overall improvement plan, a synergistic link that benefits both. "We have focused conversations about those plans with our principals. We review their plans and we have tremendous conversations," says Crocco. Iannantuono says assessment tools are crucial in their day-to-day work in literacy and numeracy. "Data has to be a big piece of the puzzle, and not just EQAO. It's an expectation that diagnostic, formative and summative assessments are part of the system." This includes assessments such as PM Benchmarks, Developmental Reading Assessments (DRAs), Running Records, Observation Surveys, and how all of this is linked to EQAO data, according to Crocco. "It's about raising the bar across the system," adds Crocco, "with cross-sectoral conversations with senior staff, teachers and principals, to dialogue about best practices." Crocco says literacy coaches were developed in Niagara to overcome some of their challenges. The coaches were used to support instructional practices in elementary schools and they supported the work of consultants. The literacy coaches who were added were able to provide support for instructional practices for certain teachers, divisions and schools. "This allowed us to see the success of teachers who were working one-on-one with colleagues and students, to have a dialogue about targets and next steps," explains Crocco. The Niagara Catholic Board applied for local initiative funding from The Secretariat to set up demonstration classrooms to support their initiatives. There are now four demonstration classrooms across the district, with four major goals in primary, junior and a combined-grade classroom:
Since the fall of 2005, new teachers are given time in the demonstration classrooms, as are teachers who are new to specific grades. "The four demo classes were placed throughout the system where there was a staffing need" says Crocco. The demonstration teacher is observed by new teachers, teaching a specific lesson, or by teachers who are looking for additional assistance on how to approach specific literacy and numeracy areas of study. Eventually all teachers throughout Niagara Catholic are given the opportunity to observe. In the second visit by a visiting teacher, the lesson might zero more specifically on a particular area while a third visit would focus on assessment. "Teachers then have the opportunity to go back apply the new learning in their own classrooms. Because it is so individualized, it creates a coaching and mentoring opportunity for teachers," explains Crocco. The debriefing part is important, colleague to colleague, Crocco adds. "Discussions like ‘I saw what you did here' or ‘I'm having a challenge with this' helps a great deal." Recording cameras are used for both the teacher and for the students, with the ability to create a split screen to observe reactions to the instruction from the teacher. The superintendents point out that every day there is a waiting list for these classrooms, and comments from teachers and administrators have been very supportive. "At the end of the day these classrooms are there to model effective instruction practices," says Crocco. Di Ianni says he is "extremely proud of the accomplishments and success of our students and staff." "Our goal, as a board, is to ensure that we continually provide excellence in Catholic education through a variety of innovative, enriching and support programs and services." |
Surging EQAO scores across the Niagara Catholic District School Board have thrilled senior staff, leading to a decision not to limit their target to the 75 per cent benchmark established by the Province.